Karen+McKelvey+LMF

//Learning Motivation and Fun//
 //View// the assignment page //for a more detailed explanation of this project.

In this exercise, you'll collect data from our database of interviews about fun and learning. Use this template and the data to create 5 generalizations for what you observed. Your generalizations should answer the questions//
 * //What makes learning fun and engaging?//
 * //What are the implications for your own teaching and design work//

3) High school students almost universally reported that physical activity was an element in the experiences they called "fun".//** //Bill W, for example described learning beginning archery skills at boy scout camp. Sallie Forth recalled a social studies class in which "we recreated in chicken wire and paper mache the battlefield at Shiloh and spent several class periods reconstructing the events there." All together there were 24 experiences that took place during high school years and all but 1 included physical activity. In most cases (19 out of 24) these activities also required creative or critical thinking.//
 * //Example:

What are your 5 generalizations?
**1. Both genders reported that high activity and physical senses were elements in the experience they called “fun”.** Joe97 for example, described learning physics at 12 years old while ice-skating. Robert described a high school Spanish Classics course in which he reenacted a Spanish music video and “cracked up” as he tried to do ridiculous things. John described riding his bike to Yosemite when he was freshman in high school. Kimberly described learning how to surf. There were 60 stories that involved high activity, 32 of which were female. Most of those experiences were sports or dance related and not necessarily academic. Whereas the men described academic experiences that involved an outdoor environment. In teaching and designing I think incorporating physical activity makes the experience more memorable and enjoyable. Changing the environment is also beneficial. Instead of just teaching from the classroom or lecture hall, why not go outdoors and do something physical.

**2. Women rate the importance of interaction with other learners as high in the experience they call “fun”.** Julie for example, described an algebra class in which she worked with a small group of teachers to build and test various models. Kelley reported that knowing many of the people in a summer institute class on history was what made it fun. She was able to interact with friends. Mechelle reported that camaraderie with other participants in a beginning motorcycle class was very important to the experience. It not only made it fun but also supportive, and ultimately contributed to her passing the class. There were 42 stories from women that involved high interaction, 25 of which also involved high cooperation. These experiences typically included a task that the group worked collaboratively to accomplish. There were only 31 stories for men and these typically include a low competitive climate. Including collaborative group work in lessons will increase the enjoyment of course material for my students. I’ve noticed that word study lessons are more enjoyable for students when they work collaboratively to accomplish a task, such as charts on a particular spelling pattern.

**3. Both genders value hands-on work when it comes to learning academic content, especially abstact math or science concepts, in the experience they call “fun”.** Jess for example, described an 8th grade Earth Science class in which he took core samples from a clay mountain model in order to learn about structures of the Earth. Karen described a science class she experienced as an adult in which she made models of the Earth and the Moon with clay in order to grasp the relative size of the Earth to the Moon. Julie likewise described an algebra class in which she used math theory to build models and test them. The instructor also appears to be a key element in the “fun” experience. The instructor took an unusual approach to the subject matter, such as creating a mountain out of different types and colors of clay, and choosing some other method of instructional delivery over the traditional lecture format.

**4. Both genders of all ages emphasize role-playing or acting in small groups or large groups as an element in the experience they call “fun”.** David for example, described an experience in Arabic class in which he was learning to use adjectives. He acted out different celebrities, describing them using Arabic adjectives. Kims described a Greek mythology course where he acted out figures in Greek mythology. There were 15 stories that involved role-play or acting and they were almost evenly distributed by gender. These courses tended to be foreign language course or experiences and social studies courses. I was surprised to see that so many men enjoyed role-playing or acting as part of the learning process. When something is tricky or considered challenging, I think role play would be a great alternative for teaching content.

**5. Both genders of all ages found learning experiences “fun” when there was an intrinsic reward.** Nate for example, learned to cook for the first time in his early 20s when he prepared a meal for his “then” girlfriend, //now// wife. Andy found great reward in learning how to make multi-colored tee shirts in a high school graphics course and he went on to win prizes at the state fair. Mechelle got to take weekend day trips on a Haley Davidson she won in a competition after she graduated from a beginner’s motorcycle riding course. John earned bragging rights over his three brothers after riding his bike all the way to Yosemite. As a teacher and designer I see the motivational value of incorporating an intrinsic reward into my course/activity. Most people aren't motivated to do something unless there is perceived value.

**6. When a topic is challenging, women rate peer interaction high during a “fun” learning experience.** For example, Dana described an experience in a print making class in college in which she attended extra sessions on a Saturday. She worked with a small group of peers to master print making skills. There were 36 challenging experiences for women, 22 of which also placed a high value on peer interaction. These experiences varied in topics, ranging from dance, martial arts, to foreign language courses. Since there appears to be a relationship between peer interaction and challenging activities, it makes sense for me to give students lots of opportunities to interact with one another when a task is particularly challenging. There is no sense having them struggle by themselves when they can work with others to figure out how to do something or come to some common understanding.